This master's thesis focuses on the self-assessment of competencies among master's students at the Faculty of Social Work. In the theoretical part, I outlined the definition of social work, the role and tasks of social workers, the core methods of social work, and the knowledge, skills, and competencies expected of social workers. I also examined theories of competencies, the development of students' professional identity, and the basic educational guidelines of the Faculty of Social Work. In the empirical part, I conducted a quantitative, empirical, and descriptive study involving 59 students, using an online questionnaire to explore their perceptions of professional competence. The research questions addressed topics such as students' self-assessed readiness for practice, the method of knowledge transfer at the Faculty, the knowledge they perceive as lacking, and differences in perceived competence based on their prior undergraduate education. The findings show that while students believe they acquire adequate theoretical knowledge, they often do not feel sufficiently prepared for practical work. They rated highest the competencies related to working with people, such as recognizing and understanding distress and crises, recognizing diversity, and communication skills. At the same time, they expressed a need for more practical content and specific knowledge in psychology, working with vulnerable groups, and emotional self-regulation. Results also indicated differences in perceived competence depending on students' undergraduate background. Based on the findings, I suggest strengthening the integration of theory and practice, giving greater attention to key professional content, and actively involving students in shaping the study curriculum.
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